Tindal, Gerald
Lambeth, Cathryn
Lambeth, Cathryn
2012-10-26T04:03:38Z
2012-10-26T04:03:38Z
2012
http://hdl.handle.net/1794/12421
The current study investigated variability in student performance on a concurrent verbalization measure based on a grade-level sample math word problem and sought to determine to what extent the variability in verbalization scores is related to scores on a reliable measure of reading (DIBELS Next) and math (easyCBM) and to student factors (e.g. sex, grade, economic status).
In light of the 2014 implementation of the Common Core State Standards and related measures of student performance, both of which contain components of language in mathematics curriculum and assessment, it was the intent of this study to identify factors associated with verbalization on sample math word problems that could be correlated with student performance on reliable, commonly used assessments of reading and math.
The sample for analysis included 105 intermediate-grade students from one elementary school in the Pacific Northwest.
Results support a relation between students' verbalizations about math word problems and benchmark assessments in reading and math. Limitations of the study, considerations for future research, and implications for practice are discussed.
en_US
University of Oregon
All Rights Reserved.
Concurrent Verbalization
elementary
math comprehension
think-alouds
Using Concurrent Verbalization to Measure Math Comprehension
Electronic Thesis or Dissertation

Zvoch, Keith
LeRoux, Mindy
LeRoux, Mindy
2012-10-26T04:00:11Z
2012-10-26T04:00:11Z
2012
http://hdl.handle.net/1794/12386
The purpose of this study was to analyze the relationship between oral reading fluency (ORF) and Maze, two common Curriculum-Based Measures (CBMs), and the statewide large-scale assessment of reading in Oregon, the Oregon Assessment of Knowledge and Skills- Reading (OAKS-R). A sample of three cohorts of eighth-grade students in an Oregon school district was used to examine concurrent validity, predictive validity, and the relation between demographic characteristics, disability status, and socio-economic status and the ability to predict performance on the OAKS-R.
Findings of the concurrent validity analysis revealed a moderately strong positive correlation between the OAKS-R and both ORF and Maze measures, with ORF demonstrating a slightly stronger correlation with the OAKS-R. Multiple regression analyses were used to analyze the predictive relationship between ORF and Maze and scores on the eighth-grade OAKS-R. Both ORF and Maze were statistically significant predictors of OAKS-R, demonstrating moderately positive relationships with scores on the state reading test. Although no interaction effect was found between disability classification or eligibility for free or reduced-price meals and the different CBMs, in relation to the OAKS-R, student disability status was negatively related to performance on the OAKS-R. The relationship between OAKS-R performance and low socio-economic status, as measured by eligibility for free or reduced-price lunch status, was not consistent across the cohorts. This finding is promising, as it indicates that there may be factors that schools can take advantage of to ameliorate the relationship between poverty and reading outcome measures for eighth-grade students.
In light of study results, suggestions for future research, as well as implications for the field, are discussed. This study adds to the research literature documenting that ORF and Maze assessments provide schools with valuable information to predict student performance on statewide large-scale assessments of reading. With CBM data available early in the school year, schools can provide additional intervention as needed, potentially leading to improved end-of-year student performance on the OAKS-R.
en_US
University of Oregon
All Rights Reserved.
Assessment
Curriculum-Based Measurement
Eighth Grade
Maze
Middle School Reading
Oral Reading Fluency
Using Curriculum-Based Measurement to Predict Eighth-Grade Student Performance on a Statewide Reading Assessment
Electronic Thesis or Dissertation